Transcript Document
N E P F Nevada Educator Performance Framework Southern Nevada Regional Professional Development Program www.rpdp.net Secondary Mathematics Standard 3 Part 1 TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS STANDARD 1 STANDARD 2 STANDARD 3 STANDARD 4 STANDARD 5 New Learning is Connected to Prior Learning and Experience Learning Tasks have High Cognitive Demand for Diverse Learners Students Engage in Meaning-Making through Discourse and Other Strategies Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility for Their Own Learning Assessment is Integrated into Instruction Indicator 1 The teacher activates all students’ initial understandings of new concepts and skills Indicator 1 The teacher assigns tasks that purposefully employ all students’ cognitive abilities and skills Indicator 1 The teacher provides opportunities for extended, productive discourse between the teacher and student(s) and among students Indicator 1 The teacher and all students understand what students are learning, why they are learning it, and how they will know if they have learned it Indicator 1 The teacher plans on-going learning opportunities based on evidence of all students’ current learning status Indicator 2 The teacher makes connections explicit between previous learning and new concepts and skills for all students Indicator 2 The teacher assigns tasks that place appropriate demands on each student Indicator 2 The teacher provides opportunities for all students to create and interpret multiple representations Indicator 2 The teacher structures opportunities for selfmonitored learning for all students Indicator 2 The teacher aligns assessment opportunities with learning goals and performance criteria Indicator 3 The teacher makes clear the purpose and relevance of new learning for all students Indicator 3 The teacher assigns tasks that progressively develop all students’ cognitive abilities and skills Indicator 3 The teacher assists all students to use existing knowledge and prior experience to make connections and recognize relationships Indicator 3 The teacher supports all students to take actions based on the students’ own selfmonitoring processes Indicator 3 The teacher structures opportunities to generate evidence of learning during the lesson of all students Indicator 4 The teacher provides all students opportunities to build on or challenge initial understandings Indicator 4 The teacher operates with a deep belief that all children can achieve regardless of race, perceived ability and socio-economic status. Indicator 4 The teacher structures the classroom environment to enable collaboration, participation, and a positive affective experience for all students NEVADA EDUCATOR PERFORMANCE FRAMEWORK – IMPLEMENTATION PHASE 1 Indicator 4 The teacher adapts actions based on evidence generated in the lesson for all students Standard 3 Module for Mathematics Part 1 – What and Why Goal 1: What is Standard 3? Goal 2: What are the indicators for Standard 3? Part 2 – Implications for Mathematics Goal 3: What student learning tasks would provide evidence of the standard? Goal 4: What specific tasks can be designed and/or adjusted to implement them? Do All Students Learn the Same Way? Learning Activities The Retention, Application, and Transfer of Knowledge and Skills http://www.flickr.com/photos/ericrice/52434918/ The Retention, Application, and Transfer of Knowledge and Skills If actively involved, the retention increases to • 50% of what they say. (Participating in a discussion, constructing viable arguments, peer-collaboration) • 75% of what they practice by doing. (Simulating the real experience, practicing skills and concepts) • 90% of what they teach others. (Doing a presentation, teaching concepts to others) NEPF – Standard 3 Students Engage in Meaning Making through Discourse and Other Strategies Opportunities for extended, productive DISCOURSE between the teacher and student(s) and among students. NEPF Standard 3 1 Use existing knowledge and prior experience to make connections and recognize relationships to further acquisition of skills. 3 Students Engage in Meaning Making through Discourse and Other Strategies Opportunities for ALL students to create and interpret multiple representations that engage student thinking. 2 Classroom environment enables collaboration, participation and a positive, affective experience for all 4 students. Indicator 1 How can a teacher. . . provide opportunities for extended, productive discourse? What is meant by “extended productive discourse”? How can teachers use engagement activities to include…. interactive dialogue? meaning-making? explaining, critiquing? logic and evidence to support or refute a claim? Where can teachers find relevant and worthwhile activities? Indicator 2 How can teachers . . . provide opportunities for students to create and interpret multiple representations? What is meant by “create and interpret multiple representations”? How do we create tasks that challenge students to create and use representations such as . . . models diagrams writing digital and print media images graphs maps videos representations patterns concept maps Indicator 3 How can teachers . . . assist all students to use existing knowledge and prior experience to make connections? What is meant by “connections to prior knowledge”? Do students bring information to school from their personal experiences of . . . family and language backgrounds? knowledge of the world? text variety? multimedia skills? How can teachers help students use prior knowledge to draw analogies to support understanding of ideas? Indicator 4 How can teachers . . . structure the classroom environment to enable positive collaboration and participation? What is meant by “classroom environment conducive to collaboration and participation”? How does the classroom environment influence the extent to which students can engage in making meaning? What aspects of classroom environment need to be addressed to create a positive experience? A couple of sample videos Student engagement Discourse (Teacher-student, student-student) Making meaning Classroom environment/structure How do students learn through collaborative group work? https://www.teachingchannel.org/videos/choosing- collaborative-groups?fd=1 The wingman https://www.teachingchannel.org/videos/strategies- for-engaging-students Did these videos address . . Working collaboratively? Discourse? Viable suggestions/arguments? Sharing ideas/thoughts? Students Engage in Meaning-Making through Discourse and other Strategies Productive discourse Multiple representations Prior knowledge and experience Conducive environment for collaboration Summary Students Engage in Meaning Making through Discourse and Other Strategies Next Steps . . .Part 2 • What are some current learning activities that can be altered to effectively implement this standard? • What might this look like in your classroom? • Where will evidence of Standard 3 be found in our individual practice? • How might effective implementation of Standard 3 affect student outcomes? For additional NEPF resources rpdp.net Select NEPF